Assessment Workshop (DOC)

ASSESSING STUDENT LEARNINGCompiled by Pat Loncto

[email protected] References:

New York State Student Support Services Center, located at Genesee Valley BOCESGiselle Martin-Kniep, Learner-Centered Initiatives, LTD.

Teacher/Leadership Quality Partnership Program, located at Daemen CollegeW.James Popham (2008). Transformative Assessment. Alexandria, VA: ASCD.

LEARNING OPPORTUNITY TASKS contained in this lesson:□ TASK 1: Complete the PRE-ASSESSMENT.

□ TASK 2 and 3: Read handout “Assessment Background Knowledge.” Answer Reflection questions in the boxes provided. Large group sharing.

□ TASK 4: Unscramble “WHEN ARE THE MOMENTS TO ASSESS?”. Large group debrief.

□ TASK 5: Use “Memory Book Submission” rubric ORIGINAL version to score one student submission to the memory book. Use the EDITED version to score the same submission. Large group debrief: What did you notice?

□ TASK 6: Score both the ORIGINAL and EDITED rubric using “A RUBRIC ABOUT RUBRICS”. Large group debrief: What did you notice?

□ TASK 7: Translate rubric scores into grades based on the total possible points for the rubric provided. RUBRICS background information”. Highlight the points you would like presenter to explain in more depth.

□ TASK 8: Read DESIGNING RUBRICS. Highlight information you want explained.

□ TASKS 9 and 10: Review the “Lesson Sketch” for today’s lesson, and feel free to also look at other Lesson Sketches you have in your possession. Create a rubric for the proper completion of a Lesson Sketch. Begin by making a vocabulary list from the Standards/PI. Then describe the summative assessment (in this case a “Lesson Sketch”) for which you intend to develop a rubric. (TASK 10).

□ TASK 11: Use “Rubric Verb Vocabulary” and “Rubric Adjective/Descriptive Vocabulary” worksheets, to create a word bank for your rubric. Use the Standards/ Performance Indicators listed on the sketch as a resource for identifying vocabulary.

□ TASK 12: Read “Teacher Process in Designing 4-Level Rubric”. Check the box as you complete each step in the teacher process in designing a 4-level rubric until all boxes are checked.

□ TASK 13: From time to time, self-assess your created rubric for each step on “Checklist for Self-Assessment in Designing Rubric” until all boxes are checked.

□ TASK 14: From time to time self-assess your created rubric by scoring your rubric using “A Rubric about Rubrics”.

□ TASK 15: Complete the POST-ASSESSMENT.

5/3/2023 Assessing workshop, Pat Loncto 1

mailto:[email protected]

TASK 1:

What do you know? Pre-ASSESSMENTDirections: Answer the following questions to the best of your ability:

1. Define Assessment:

2. State the purpose and give an example for each of the following assessment Moments:

Moment Purpose ExampleSummative

Formative

Diagnostic

3. Which “moment” in the above question is high stakes for the student? Why?

4. When is a rubric an appropriate assessment/scoring tool?

5. Give an example of when a rubric is not an appropriate assessment/scoring tool?

6. What makes a quality rubric?

7. How can rubric scores translated into grades?

8. Why is it important for students to design the rubric with you before beginning the task?


9. Why is it important that numbers for rubric levels are consecutive?

10. What is a weighted rubric? And Why weight?

Your reflection: How are you feeling right now? (keep your thoughts to yourself)


Assessment Background KnowledgeAssessment = evidence of learning

Key References:W.James Popham (2008). Transformative Assessment. Alexandria, VA: ASCD.

Key Points in HISTORY:1967 Michael Scriven essay about educational evaluation in which he contrasts summative evaluation with formative in The methodology of evaluation, R.W. Tyler, R.M. Gagne, and M. Scriven (Eds.), Perspectives of curriculum evaluation, Volume I (pp 39-83). Chicago: Rand McNally.

1969 Benjamin Bloom attempted to transplant the formative/summative evaluation distinction directly onto assessment in R.W.Tyler (Ed), Educational evaluation: New roles, new means: The 68th yearbook of the National Society for the Study of Education, Part II (pp. 26-50). Chicago: University of Chicago Press.

GAP of interest until ----

1998 Paul Black and Dylan William published two extensive research works focused on classroom assessment arguing the benefits of formative assessment when properly employed. See Assessment in Education: Principles, Policy and Practice, 5(1), 7-73 and October issue of Phi Delta Kappan, 80(2), 139-149.

2006 Council of Chief State School Officers (CCSSO) launched a major initiative focused on a more balanced use of educational assessment and a heightened emphasis on formative assessment. This led to State Collaborative on Assessment and Student Standards (SCASS) and then to the Formative Assessment for Students and Teachers (FAST SCASS) in October 2006 who formally defined the term.

TASK 2: Reflection: What does this History say to you?

DEFINITIONS (Pat Loncto’s accumulated wording from educational literature):Assessment = evidence of learningSummative assessment = evaluation administered at the conclusion of a chunk of instruction to comprehensively assess each student’s learning and the effectiveness of an instructional method or program.Formative assessment = a planned process in which teachers and/or students use assessment-based evidence to adjust what they’re currently doing.Diagnostic assessment = the use of methods and tools to ascertain, prior to instruction, each student’s strengths, weaknesses, knowledge, and skills.Rubric = a scale that describes levels of performance in terms of quality not quantity.

TASK 3: Reflection: What new questions come to mind when reading these definitions?

TASK 4: Use the puzzle pieces in the envelope to build the table “WHEN ARE THE MOMENTS TO ASSESS? Check your puzzle using the handout below.


WHEN ARE THE MOMENTS TO ASSESS?

Assessment Moments, Stakes, and Purposes, ExamplesMoments

When do you assess?

StakesWhat is the level of

risk for student?

PurposesWhy assess?

ExamplesHow do you assess?

DIAGNOSTIC(before

teaching to determine what student already

knows)

LowNo grade given

-to gather data and diagnose students’ knowledge and skills before learning,

-to plan for instruction,

-to place children, secure additional services

concept map quiz or test on demand task on demand application of skill reflection

FORMATIVE(while teaching to give students opportunities to

self-correct)

LowNo grade given

unless formative leads to summative.

Teacher choice.

-to gather data and give feedback,

-to monitor or adjust instruction, services

-as students, to monitor and self-correct learning tactics (the procedures used when trying to learn something)

review quiz or test portfolio item addition teacher-student conference journal, log think aloud skill application through role play observation check list peer review reflection

(combined with student, peer, and teacher checklists, rubrics and anecdotal notation)

SUMMATIVE(after teaching for culminating evaluation)

HighGrade given

-to gather data and evaluate

-to make decisionsregarding grades,promotion,graduation

test portfolio submission demonstration of a complete skill in

an authentic/near authentic situation

presentation project reflection

(combined with teacher and possibly student or peer evaluative checklists, rubrics, and anecdotal notation)

ASSESSMENT MOMENTS


Larger block signifies a chunk of learning such as Learning Experience, Unit, Course.

D Lesson

F Lesson

S Lesson

Learning Opportunity Steps

Assessment Moment

Build on prior knowledge DiagnosticLearn information/skill FormativeReflect on content and process FormativeApply content and skill Summative


DFS

DFS

DFS

SHADES OF DIFFERENCEwhen thinking about assessment

ASSESS I will gather data as I hear you,

see you, or read your work and

this may help you in your

learning process.

CRITIQUE I will give you feedback on your work.

EVALUATE I will give you feedback, make

judgments, and assign a value

to your work.


HOW CAN STUDENTS DEMONSTRATE THEIR LEARNING?TYPES of Assessment

The following assessment tools are examples that can be used at diagnostic, formative, and/or summative MOMENTS. They are also examples of recall, product, performance, or process TYPES.

The items listed in each category are placed where they are most often used, however, the categories are not rigid. It should be noted that the assessment tool chosen depends on the teacher’s purpose in using it. The assessment tool must fit the MOMENT of teaching when it will be used: Before

teaching? During teaching? After teaching? The assessment tool must also fit the TYPE of learning the students will demonstrate: Can

remember/recall?, Can create a product?, Can do a performance? Can think/show process?

Information Recall/Selected Response: CAN REMEMBER

Paper and pencil test multiple choice true/false matching short answer fill-in

Graphic organizer, diagram

Concept/topic map Label Mind map

Product Assessments (see Writing Assessments for more specific tools): CAN CREATE Essay Paper Report Letter Song lyric Cartoon Review (book, film

etc) Editorial

Model Museum exhibit Illustration Investigation Journal Story Play Invention Pamphlet

Documentary Game design Poem Project Artistic project Audio tape Video tape Multimedia project Spreadsheet


Performance Assessments: CAN DO Debate Simulation Competition event Enactment Recital Discussion Socratic seminar Artistic presentation

Laboratory work Mock trial Panel presentation Demonstration Dramatization Role play Field trip Manipulatives use

Model technology use Campaign speech Characterization Workshop presentation Lecture

\Process Assessments: CAN THINK Questioning and

Discussion Analysis of

exemplars/samples/models

Brainstorming Create a chart Compare/contrast Conferencing –

peer/teacher Feedback –

peer/teacher Graph analysis Essential and Guiding

questions Interviewing KWLQ (What do you

know? Want to know? Have you learned?

New questions do you have?)

Graphing Flow Chart Illustration Formal Observation Informal Observation Anecdotal record Narrative of rubric Modeling Self-evaluation Problem-solving Rubric development Construct a graphic

organizer Reciprocal peer

questioning End reflection Learning log

Journal Checklist Classification Drawing Paraphrasing Picture/reading

interpretation Schematic drawing Sequencing Story mapping Socratic questioning Think aloud Think, pair, share Traffic lighting Portfolio

Showcase portfolio Growth portfolio


TASK 5: Score student submission using ORIGINAL version of Memory book Submission rubric, then use the EDITED versions to score the same work. What did you notice?

Payton also drew the hatching chicks illustration:ORIGINAL rubric score - EDITED rubric score –

Student of your choice, Name:ORIGINAL rubric score - EDITED rubric score –

What did you notice?

Memory Book Submission


ORIGINALMemory Book Submission


EDITED

MEMORY BOOK SUBMISSION RUBRIC

Pulitzer Prize - 4 Bestseller - 3 Rough Draft 2 Outline/Web - 1Content of submission

ELA WR 5.2.dELA LS 5.1.aSS 5.1.n

Contributes to the memory book as a whole by being unique, unusual, or expressive of the writer's personal feelings. Submission is a fully developed memoir.

Contributes an additional submission such as an illustration, feature article, original poem, photograph, or other primary source.

Submission "grabs" the reader. It is interesting, and fun to read, and may remind classmates of something he or she also experienced in elementary school. It is personal and positive.

Writer has decided on content of submission and has ideas for sentences down on paper, but needs to develop it further and bring it to life.

Writer has an idea for the memoir, with key words or key phrases down on paper or in a web.

Paragraph and sentence structure

ELA LS 5.1.a

A short paragraph of 4-6 sentences. Sentences are complete thoughts with varied structure, and are concise.

A short paragraph of 3 -4 concise sentences.

Incomplete sentences, sentences that are not concise, or only one sentence in length. Or, paragraph is too wordy (TMI) and needs to be shortened.

Ideas are written in outline, web or note form rather than in sentences.

Grammar, spelling, capitalization, punctuation

Correct grammar, spelling, capitalization and punctuation are used throughout the paragraph and therefore convey the writer's ideas accurately. SPICE.

Minor errors in grammar, spelling, capitalization and punctuation do not interfere with the meaning or idea of the paragraph.

Errors in grammar, spelling, capitalization and punctuation affect the ability to understand the paragraph.

Submission unreadable because of errors in grammar, spelling, capitalization and punctuation.

Teacher score: Student Score:

12=100% 11=92% 10=83% 9=75% 8=66% 7=64%


EDITED VERSION I-Five Planning Guide LESSON SKETCH DATE: 5/16/08Discipline: Library Grade Level: 5th Teacher : Mary Ellen AureliOrganizing Center: Primary Resources Essential Question:

How are primary sources important? Length of Periods: 30 minutes

Lesson Components Day 4Basic Needs addressed In the column at the right check those needs that apply when appropriate to the statements made

in the sections below. S=safety, LB=Love, Belonging, P=Power, FR=Freedom, F=FunS L

BP F

RF

Student Guiding Question(s)What questions direct this lesson and connect to the essential question?

-How do I write a memory book submission? -What should I write about?-How long should it be?-What elements of style should I use in my writing? -What writing strategies should I use for my submission?-How can I make it interesting to the reader? -What other primary sources can I contribute to the memory book beyond my own personal submission, to make the entire memory book more interesting and meaningful to me, my classmates, teachers, and family?

NYS Standards/PI What do you want your students to know and/or be able to do by the end of this learning?

ELA RD 5.3. b. Use established criteria to analyze the quality of information in textELA WR 5.2. d. Use resources, such as personal experiences and themes from other texts and performances, to plan and create literary textsELA LS 5.1.a Follow instructions that provide information about a task or assignmentSS 5.1.n Describe historic events through the eyes and experiences of those who were there

Assessment Tool(s)How do you obtain evidence of each student’s learning?

Memory Book Submission Rubric

Skills What steps,/procedures do you want your students to learn during this lesson?

-Identifying primary sources (eyewitness accounts of events) -Writing first person narratives, drawing original illustrations, taking photographs and creating other original primary sources-Expressing emotions through one’s own words, photographs and illustrations-Writing grammatically correct sentences-Using proper mechanics in writing – spelling, punctuation, capitalization-Writing paragraphs with main ideas and supporting details-Using rich vocabulary

Learning OpportunitiesWhat are the students doing during this lesson?Label the segments of learning by:IntroductionInstructionIntegrationImplementation

Introduction 1. 5th grade memory books from previous years are on the table 2. Librarian addresses full class, and explains that students will be receiving a grade for their memory book

submission. Explain to the students that we are going to spend a little time discussing what it takes to write a great submission for the 5th Grade Memory Book. Together, we will create a rubric, or a guide, for you to use when you write your memory. The memory book is by 5th graders for 5th graders. You get to decide what is acceptable, and what will make it great.

3. View examples of Pulitzer Prize winner and Best Seller.4. Together, class determines what makes a great submission and takes a few minutes to look at the memory books

again (class examined them previous week.)5. Examine a signed copy of Pulitzer Prize winning memoir Angela’s Ashes by Frank McCourt. Librarian explains


how he was a retired high school English teacher, and started writing his memoir when after he retired in his 60’s. This was his first book. His mother was very angry with him when the book was published because his story was about a terrible, poverty-stricken childhood in Ireland. His baby sister and twin brothers died of starvation. He and his other brothers barely survived.

6. Examine a copy of Harry Potter book. This is an example of a best seller. It has to sell 1 million copies to be called a best seller. It is a book that many people know about, and buy, and share with each other.

7. Librarian explains that Pulitzer Prize winners and best sellers are examples of a writer’s very best efforts. Every student’s memory book submission should be either a best seller or a Pulitzer Prize winner. Let’s talk about how to get there.

Instruction, integration and implementation8. Students, librarian and teacher discuss five examples of memory book submissions from years past. Librarian

projects them on the screen, and reads them aloud while students read along. 9. Develop a rubric by way of small group and full class discussion for a memory book submission by following

steps 9-18. Identify what makes each memory book submission acceptable, and what could be done to improve quality. Librarian uses marker board to create the beginnings of a Memory Book Submission rubric. There are four columns – Pulitzer Prize - 4, Best Seller - 3, Rough Draft - 2, Outline 1.

10. View a short, developed, but not particularly interesting memory book submission on the screen. Librarian reads aloud to class as they read along.

11. Discuss with a partner what they liked and what they didn’t like about it. 12. Regroup as a whole class.13. Librarian asks, what did you like about it? Not like? Is it ready for publication? Why or why not? Is it Pulitzer,

Best Seller, Rough Draft or Outline? What would you do to improve it?14. Librarian adds the student-elicited criteria to rubric.15. View a more personal submission on the screen. Repeat steps 9-18.16. View a more interesting, concise submission on the screen. Repeat steps 9-18. 17. View a overly long, rather boring submission on the screen. Repeat steps 9-18.18. Librarian explains that any additional submission beyond one’s personal memoir will likely result in a “Pulitzer

Prize” for that student. These extras are very important to the memory book as a whole, as students have seen for themselves by reading Memory Books from previous years.

19. Answer reflection question on notecard.Teaching Strategies NOTES:What is the teacher doing during this learning?

I am looking for phrases such as “grabs the reader” “unique” “personal” “fun to read” “concise” “positive” and will rephrase student suggestions back to them so that we can include these in the final rubric.

Student Reflection Opportunity/QuestionHow do students connect their learning to their personal lives?

What makes writing worth reading?

Homework Write their memory book submission for homework, using the rubric created together as a guide


TASK 6: Score both the ORIGINAL and EDITED rubric using “A RUBRIC ABOUT RUBRICS”. What did you notice?TASK 14: Once you design a rubric, score your creation using “A RUBRIC ABOUT RUBRICS”.

A RUBRIC ABOUT RUBRICS How well can the learning be identified and assessed?

DIMENSIONSCrystal Clear

Picture4

Clear Picture

3

Fuzzy Picture

2

No Picture

1

Instructional Value

The degree to which student can independently assess own learning to make corrections and improve achievement.

Student immediately sees and knows expectations of quality for the task so that he/she can assess and make changes to improve.

With minimal assistance student sees and knows expectations of quality for the task so that he/she can assess his/her own learning and make changes to improve.

With one-on-one in-depth assistance student can be lead to see and know expectations of quality for the task so that he/she can assess his/her own learning and make changes to improve.

Descriptors of quality are so vague or unrelated to task that students would not know expectations of quality for the task making assessing his/her own learning or improving impossible.

Dimension and Language of the Standards

The degree to which dimension category and language used to describe criteria within that dimension are linked to task and performance indicators that are assessed by the task.

Dimension and language used to describe criteria for that dimension are directly and obviously linked to performance indicators being assessed by the task. Teacher can easily identify the step in the task and performance indicators in the Standards booklet that are being assessed by that dimension.

Language relates to task and stated performance indicators being assessed.

With a minimal amount of effort, teacher can identify the step in the task and performance indicators in Standards booklet that are being assessed by that dimension.

Language relates to performance indicators being assessed by the task can be seen in some parts but not in other parts.

Teacher must hunt for the step in the task and performance indicators in the Standards booklet that are being assessed by that dimension.

Language is unrelated to performance indicators being assessed by the task.

Teacher cannot locate the step in the task or performance indicators in the Standards booklet that are being assessed by that dimension.

Level Descriptors

The degree to which descriptions of quality at the various levels will allow for reliable and consistent scoring across different scorers.

Descriptors in each level are specific enough to make scoring reliable and consistent across several different scorers.-

Descriptors in each level are specific enough to make scoring reliable for the teacher and students who know the task intimately.

Descriptors in each level lack specificity and thus make scoring inconsistent across several different scorers.

Descriptors in each level lack specificity and thus make scoring unreliable and inconsistent across several different scorers.


TASK 7: Design a score sheet for translating rubric scores into grades using the rubric provided, and “Translating Rubric Scores into Grades” template OR “Rubric and Grading template.

Translating Rubric Scores into Grades exemplar

Analytic Score (assumes 36 is the Total Possible Score on rubric chart for that assessment)

Number Grade (assumes a scoring translation of going from percent to letter grade defined by school)

Letter Grade

36 100% A+35, 34 97, 94% A33 92% A-32 89 B+31, 30 86, 83% B29 81% B-28 78% C+27 75% C26 72% C-24 69% D+25 67% DX X D-23 64% F

NOTE: Failure to submit is a zero

To calculate percentage number grade when you have an analytic score: divide the number of points earned by the Total Possible Score. IE. Student earns 30 points out of total possible score of 36 points, divide 30 by 36 to get 83%. If desired convert the % to a letter grade based on school district ranges. NOTE: Sometimes it is necessary to adjust ranges from those calculated because, when the number of total possible is low, the scores do cause grades to be too low thus giving an inaccurate picture of achievement.


Translating Rubric Scores into Grades template

Analytic Score Number Grade Letter Grade

NOTE: Failure to submit is a zero

To calculate percentage number grade when you have an analytic score: divide the number of points earned by the Total Possible Score. IE. Student earns 30 points out of total possible score of 36 points, divide 30 by 36 to get 83%. If desired convert the % to a letter grade based on school district ranges. NOTE: Sometimes it is necessary to adjust ranges from those calculated because, when the number of total possible is low, the scores do cause grades to be too low thus giving an inaccurate picture of achievement.


Rubric and Grading exemplarJackie Goodwine, & Barbara Johnson,Greece Central Schools, Audrey Korokeyi, Rochester City Schools, Kathy Miner, Clyde-Savannah Schools

Points Earned

Letter Grade Percentage

Translating to a Point

System

Recordable Points

16 A+ 100% 16×.100= 1615 A+ 96% 16×.96= 15.3614 A 93% 16×.93= 14.8813 A- 90% 16×.90= 14.412 B+ 86% 16×.86= 13.7611 B 83% 16×.83= 13.2810 B- 80% 16×.80= 12.89 C+ 76% 16×.76= 12.168 C 73% 16×.73= 11.687 C- 70% 16×.70= 11.26 D+ 69% 16×.69= 11.045 D 67% 16×.67= 10.724 D- 65% 16×.65= 10.4321

Rubric and Grading templateJackie Goodwine, & Barbara Johnson,Greece Central Schools, Audrey Korokeyi, Rochester City Schools, Kathy Miner, Clyde-Savannah Schools


Unacceptable Range

Points Earned

Letter Grade Percentage

Translating to a Point

System

Recordable Points

TASK 8: Read the following. Highlight information you want explained.

DESIGNING RUBRICS background informationQuality Rubrics:

are created with student input. have instructional value.

use the language of the standards.


require experience to design and use effectively.

can be translated into a Numerical, or Letter Grade.

can be viewed as rubric strips with the potential for use multiple times, with a

variety of tasks; and mixed and matched into a rubric table thus saving the teacher time during rubric designing and providing students with consistent self-assessment tools.

Rubric Hints (reference Giselle Martin-Kniep, Learner-Centered Initiatives, LTD. and others):1. Have the students design the rubric with you before beginning the task. Have students

look at several exemplars to describe what quality looks like. However, create a draft rubric for yourself first to help you guide the discussion.

2. Use the language of the performance indicators in the descriptions of quality.

3. Describe what you see. Avoid saying what you don’t see. Poor ex = “does not stay on task” Good ex = “engages in activities unrelated to work”

4. Use consecutive numbers for levels. Poor ex = “7 5 3 1” Good ex = “4 3 2 1”. “0” is usually reserved for no product to score.

5. The number of performance levels should be an even number. Poor ex. = 5 or 3 levels Good ex. = 4 or 2 levels. An odd number allows the evaluator to choose the middle-of-the-road rather than commit to a decision between competent or below average performance.

6. Use a weighted rubric to control passing grade or to give more importance to a dimension. For example: one dimension counts triple.

7. If you are grading and find a product scoring between levels on the rubric, you should not invent a new score because there is no description for it. Poor ex = “3+”

8. Use a rubric as a guide for feedback and revision, delay grading - or revise grade and instead confer with student on the descriptions of quality for which they could aim.

9. Do not use a rubric where increases in scores are based on quantity and can be counted. Poor ex. = “gives five reasons”

10. Do not use a rubric when exemplar cannot be found outside the classroom. Poor ex = “book report” Good ex = “book review”

11. Replace level numbers with student-friendly words that provide a mental model for the quality expected. Good ex = Nobel Prize(4), Best Seller(3), Editing(2), Drafting(1).

12. Post rubric in the classroom. Once developed it is a contract and cannot be changed until the next set of students uses it.

TASK 9-11: Review a Lesson Sketch. Create a rubric for completion of a Lesson Sketch and begin by following directions on next page “Thinking Through Essential Learning”, and selecting/listing key vocabulary.

Terms for completing Lesson Sketch


Lesson Sketch includes learning opportunities and activities that the teacher uses to engage students. These activities describe what students experience or do in order to attain the lesson’s objectives and the NYS Standards/Performance Indicators.

Organizing Center and Essential Question allow the teacher to connect lessons and to make the unit as cohesive as possible by providing a theme and an overarching question designed to create student interest and summarize the direction for the entire unit.

Student Guiding Question(s) allow the teacher to connect lessons and to make the unit as cohesive as possible by breaking the essential question into smaller scaffolding questions.

NYS Standards/Performance Indicators are specific criteria/objectives for identifying what students are expected to learn and be able to do.

Assessment Tool(s) can be recall-based, performance-based, product-based, and process-based (reflections). They provide concrete evidence of learning. Assessment must be aligned to the stated performance indicators, that is, they must show what each student knows and can do in relation to the performance indicators that the lesson sets out to accomplish. They result from engagement in the Learning Opportunities.

Skills are subject-related actions/procedures students learn, practice, and apply, numerous times, with positive reinforcement and support in a variety of tasks/situations.

Learning Opportunities include lesson activities that the teacher uses to engage students in learning. These need to consider a number of criteria, including (a) sensitivity to multiple learning styles and intelligences; (b) inquiry questions and experiences; (c) flexibility and choice; (d) academic rigor; (f) incorporation of higher order thinking and ELA skills; (g) requirements stipulated by school district. The Learning Opportunities are stated in terms of what the STUDENTS are doing, not the teacher.

Teaching Strategies NOTES are details about the lesson that the teacher wants to remember about his/her part in the learning such as a teaching strategy explanation, classroom management, resources, etc.

Student Reflection Opportunity/Question support students’ meta-cognitive processes and allow them to reflect on different aspects related to learning. These include: the processes used to learn (i.e., how did you solve that problem?), the merits and shortcomings of their products and performance (i.e., what is the best part of your essay?), their feelings and thoughts as learners (i.e., what aspects of this work are you finding most challenging?), and their learning as a whole (i.e., what is the most important thing you learned this week?).


LESSON SKETCHDiscipline: Professional Development

Grade Level: Adult Teacher: Pat Loncto

Organizing Center: Assessing Student Learning

Essential Question: Did they get it? Length of Periods: 3 hours

Lesson Components Day 1Student Guiding Question(s) What questions direct this lesson and connect to the essential question?

How do you know - and how do students’ know - how well they have mastered the intended learning?

Interstate New Teacher Assessment and Support Consortium Standards (INTASC) What do you want your students to know and/or be able to do by the end of this learning?

“The candidate” is each participant in this lesson.

Standard 4 – Multiple Instructional Strategies The candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Standard 7 – Instructional PlanningThe candidate plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

Standard 8 – Assessment of LearningThe candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Standard 9 – Professional DevelopmentThe candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks out opportunities to grow professionally.

Assessment Tool(s)How do you obtain evidence of each student’s learning?

What do you know? PRE-ASSESSMENT Learning Opportunities task checklist Reflections WHEN ARE THE MOMENTS TO ASSESS scramble Memory Book Submission rubric scores A Rubric About Rubrics scores for Memory Book Submission Rubrics Persuasive Essay Rubric scores Translating Rubric Scores into Grades template or Rubric and Grading template Highlighting on DESIGNING RUBRICS background information Thinking Through Essential Learning Rubric for sketch Teacher Process in Designing 4-Level Rubrics checklist Checklist for Self-Assessment in Designing Rubrics A Rubric About Rubrics score (personal sketch rubric) What do you know? POST-ASSESSMENT

Skills What steps/procedures do you want your students to learn

Design a rubric


during this lesson?Learning OpportunitiesWhat are the students doing during this lesson?

Complete the PRE-ASSESSMENT Read handout “Assessment Background Knowledge.” Answer Reflection questions in the boxes provided. Large

group sharing. Unscramble “WHEN ARE THE MOMENTS TO ASSESS?”. Large group debrief. Use “Memory Book Submission” rubric ORIGINAL version to score one student submission to the memory book.

Use the EDITED version to score the same submission. Large group debrief: What did you notice? Score both the ORIGINAL and EDITED rubric using “A RUBRIC ABOUT RUBRICS”. Large group debrief:

What did you notice? Translate rubric scores into grades based on the total possible points for the rubric provided. Read “DESIGNING RUBRICS background information”. Highlight the points presenter needs to explain in more

depth. Review the “Lesson Sketch” for today’s lesson, and feel free to also look at other availableLesson Sketches. Create

a rubric for the proper completion of a Lesson Sketch. Begin by describing the summative assessment (in this case the “Lesson Sketch”) for which you intend to develop a rubric and complete the 4 sections on the “Thinking Through Essential Learning” worksheet.

Use “MY Performance Indicator vocabulary list” graphic organizer, or “Rubric Adjective/Descriptive Vocabulary” graphic organizer, and “Rubric Verb Vocabulary” to create a word bank for your rubric. Use the Standards/ performance Indicators listed on the sketch as a resource for identifying vocabulary.

Read “Teacher Process in Designing 4-Level Rubric”. Check the box as you complete each step in the teacher process in designing a 4-level rubric until all boxes are checked.

From time to time, self-assess your created rubric for each step on “Checklist for Self-Assessment in Designing Rubric” until all boxes are checked.

From time to time self-assess your created rubric by scoring your rubric using ‘A Rubric about Rubrics”. Complete POST-ASSESSMENT.

Teaching Strategies NOTES:What is the teacher doing during this learning?

Gather materials: packets, highlighters, scramble pieces

Student Reflection Opportunity/Question How do students connect their learning to their personal lives?

How as your knowledge grown?

Homework (OPTIONAL) Begin writing a Learning Experience

Pat Loncto’s Assessment Workshop Lesson Sketch alignment to: Interstate New Teacher Assessment and Support Consortium (INTASC) Standards Evidence that INTASC Standards are assessed (see bold sections).


Standard Areas EvidenceStandard 1 – Knowledge of Subject MatterThe candidate understands the central concepts, tools of inquiry, and structure of the discipline he or she teachers and can create learning experiences that make these aspects of subject matter meaningful to students.

The candidate analyzes a lesson sketch planning tool for writing a learning experience. This analysis demonstrates how well the candidate understands how to create learning experiences that include central concepts (NYS Standards/PI), tools of inquiry (Essential and Guiding Questions, Learning Opportunities), and a curriculum structure that aligns instruction, assessment and meaningfulness to student.

Standard 2 – Knowledge of Human Development and Learning The candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

NA

Standard 3 – Instructional Strategies for Diverse LearnersThe candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

NA

Standard 4 – Multiple Instructional Strategies The candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

The candidate will practice a variety of instructional strategies around critical thinking, problem solving and performance skills during the learning opportunities which should translate into his/her ability to use these strategies when designing curriculum.

Standard 5 – Motivation and ManagementThe candidate encourages an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self-motivation.

NA

Standard 6 – Communication and TechnologyThe candidate uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

NA

Standard 7 – Instructional PlanningThe candidate plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

Candidates examine processes involved in planning instruction by analyzing curriculum documents and drawing conclusions about the congruence among the subject matter, students, and curriculum goals.

Standard 8 – Assessment of LearningThe candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

In this case, the learner IS the candidate. Numerous opportunities are given for the candidate to understand and use formal and informal assessment strategies through personal experience by completing graphic organizers that document thinking, and to share these in socially acceptable ways with peers and teacher.

Standard 9 – Professional DevelopmentThe candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks out opportunities to grow professionally.

Numerous opportunities are given for the candidate to reflect individually and with peers.

Standard 10 – School/Community InvolvementThe candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being. NA


MY Performance Indicator vocabulary listTASK 10: Directions:

A. List the key vocabulary for the Learning Experience by referring to the Standards/PI selected and Core Curriculum

B. State the Summative AssessmentName: Standards Area:Grade Level: Title of Learning Experience

Brief description of the related series of lessons (LE):

List of Performance Indicators:

Key Phrases Nouns Verbs Adjectives

SUMMATIVE ASSESSMENT statement:


Rubric Verb Vocabulary A rubric needs to relate to what the student is asked to DO.Knowledge Comprehension Analysis Synthesis Evaluation

Tell List Cite Choose Arrange Find Group Label Select Match Locate Name Omit Define Quote Repeat Say Show Sort Spell Touch Write Underline Point to Tally Transfer

Paraphrase Distinguish Estimate Rewrite Translate Convert Expand Alter Retell Restate Define Explain Spell out Outline Account for Project Propose

Analyze Uncover Dissect Look into Simplify Deduce Divide Examine Test for Diagram Differentiate Illustrate Outline Relate Separate Select Categorize Distinguish Discriminate Compare Contrast Classify Outline

Create Combine Build Compile Make Structure Reorder Develop Produce Compose Construct Blend Develop Generate Make up Form Formulate

Judge Decide Relate Prioritize Appraise Rank Weigh Accept Reject Determine Assess Criticize Classify Support Grade


Rubric Adjective/Descriptive Vocabulary (adapted from Jay McTighe)The challenge is to assess what is central to the understanding of student knowledge and skills not just what is easy to score.

Content Process Quality ResultDescribes the degree of knowledge of factual information or understanding.

Describes the degree of skill/proficiency. Also refers to the effectiveness of the process or method used.

Describes the degree of quality evident in the products and performances.

Describes the overall impact and the extent to which goals, purposes, or results are achieved.

accurateappropriateauthenticcompletecorrectcredibleexplainedjustifiedimportantin-depthinsightfullogicalconnectspreciserelevantsophisticatedsupportedthoroughvalid

carefulclevercoherentcollaborativeconcisecoordinatedeffectiveefficientflawlessfollowed processlogicalreasonedmechanically correctmethodicalmeticulousorganizedplannedpurposefulrehearsedsequentialskilled

attractivecompetentcreativedetailedextensivefocusedgracefulmasterfulorganizedpolishedproficientpreciseneatnovelrigorousskilledstylishsmoothuniquewell-crafted

beneficialconclusiveconvincingdecisiveeffectiveengagingentertaininginformativeinspiringmeets standardsmemorablemovingpersuasiveprovenresponsivesatisfactorysatisfyingsignificantusefulunderstood


TASK 11: Read the following. Check boxes as you complete each step until all boxes are checked.

Teacher Process in Designing 4-Level Rubrics:Directions: Check the box as you complete each step below.

1. □ Make a VOCABULARY LIST using the language from the Standards, performance indicators and core curriculum you have identified.

2. □ Describe what you expect to see in quality student work.

3. □ Cluster your expectations into like-categories and give them a name. This name will become a rubric DIMENSION. You should have no more than six dimensions for your rubric, and you could have as few as one.

4. □ List and define your dimensions using your vocabulary list.

5. □ Arrange your dimensions in order of importance or in order of use.

6. □ Specifically describe what you expect to see for each dimension at 4 levels of quality. Write the levels in the following order, 3-4-2-1 for one dimension before going to another dimension. 3 = Good 4 = Beyond good 2 = Disturbing 1 = Clueless □ Gather four pieces of scrap paper, one for each level of this dimension.

□ On one piece, write the qualities of a GOOD (level 3) process, product, performance, or understanding for the dimension identified. To do this, close your eyes and imagine. Describe what you see. Try to avoid thinking about what you don’t see. Use your vocabulary list. After you finish, put away that piece of paper.

□ On another piece, write the qualities of a BEYOND GOOD (level 4) process, product, performance, or understanding using your vocabulary list. After you finish, put away that piece of paper.

□ On the next piece of paper, write the qualities of a DISTURBING (level 2) process, product, performance, or understanding that has many problems or errors. Describe what you see. Do not worry if the words you are using do not resemble the ones you used for the other two levels of the rubric. Use your vocabulary list. After you finish, put away that piece of paper.

□ On the last piece of paper, write the qualities of a CLUELESS (level 1 process, product, performance, or understanding that reveals strong misinformation, lack of interest or motivation, or plain misunderstanding. Use your vocabulary list.

□ Uncover all four pieces of paper and edit your levels so that all dimensions refer to the same criteria. The language does not have to match.

□ Write next dimension and so on.

□ Have the students design the rubric with you before beginning the task: Students look at several exemplars to describe what quality looks like. Create a draft rubric for yourself first to guide the discussion.

TASK 12: Read the following. Check boxes as you complete each step until all boxes are checked.5/3/2023 Assessing workshop, Pat Loncto 28

Checklist for Self-Assessment in Designing Rubrics Directions: Check the box as you assess your created rubric for each step below.

1. □ Students participated in the development of the rubric.

2. □ Rubric is titled.

3. □ The levels are even in number and the numbers are replaced with student- friendly mental model descriptors.

4. □ The rubric has dimensions that are defined for students if analytic style is used.

5. □ The dimensions of the rubric are prioritized or placed in a purposeful order.

6. □ When quantitative terms are used, they are supported with quality attributes. Good example: “has 3 or more errors making the product unable to be used.”Poor example: “has 3 or more errors.”

7. □ When adjectives must be used, they are defined with specific descriptors that make scoring more reliable and consistent across several different scorers.

8. □ Top level of the rubric is above the expected standard but not more work.

9. □ The rubric uses language that students will understand or can be taught to understand.

10. □ Have the students use the rubric to assess work in progress. Solicit feedback from students on how well the rubric helps them, keep notes, revise as necessary for next group of student work.

11. □ Score student work, ask a peer teacher to score student work, compare results looking for consistent scoring, revise rubric as necessary, to improve consistency, for the next group of student work.

TASK 13: From time to time, self-assess your created reubric by scoring your rubric using “A Rubric about Rubrics’.

See rubrics on next pages 25-26 for how to use Performance Indicator language.




RUBRICDIMENSION 4 3 2 1


More on RUBRICS:Jackie Goodwine, & Barbara Johnson,Greece Central Schools, Audrey Korokeyi, Rochester City Schools, Kathy Miner, Clyde-Savannah Schools

RUBRIC USEQ: When should we use rubrics? or What deserves a rubric?

Use rubrics for authentic processes, performances, and products found in the real world.

Best Practice Q: What is best practice regarding rubric use and development.

Rubric Development Teacher identifies important criteria prior to developing a rubric with

children.

Teacher and student refine/revise the rubric during and after use but only use the edited rubric for the next time the task is assigned or in extreme circumstances when the original rubric becomes unusable.

Rubric Use Rubric is accompanied by several examples of student work for each

level on the rubric.

Rubric is used before, during, and after students work.

Teacher models the use of rubric for self-assessment (as a whole class, small group, and/or in individual conferences)

Student are expected to:Use the rubric to self assessGive feedback to each other using the rubric (when developmentally appropriate)

Teacher uses the rubric to give students feedback during and after the students’ work.

Rubric is posted in the classroom and referred to during work sessions.

Rubric is given to students as a working tool.

Rubric is shared with parents.

EXAMPLE OF A HOLISTIC RUBRIC

PERSUASIVE LETTER RUBRIC


4 Takes a strong, convincing position; well organized, persuasive argument with accurate, supporting evidence; discusses significant issues; examines the problem from several positions.

3 Offers a clear, plausible position; organized argument with adequate evidence; considers several ideas or aspects of the issue.

2 Offers general position; presentation has only minimal organization; uses generalities to support position; considers only one aspect of the issue.

1 Position is vague; presentation is brief with unrelated general statements; view on

issue is unclear; statements tend to wander or ramble.

INVOLVING STUDENTS IN THE PROCESSQ: Why involve students?

When students are involved in the process they... think about quality learn more about the product, performance, and

process that they will complete internalize much of what is on the rubric are able to understand the language of the rubric are able to use the rubric more easily feel ownership of the rubric see the rubric as an instructional tool that they can

use see the rubric as an assessment tool that they can

use become partners in the assessment process


INVOLVING STUDENTS IN THE PROCESSQ: What roles can students play?

Students can be involved in the development and use of rubrics when they are asked to:

identify attributes of quality for a product, process, or performance.

cluster attributes

draft a rubric.

think about and discuss the importance and weighting of attributes.

give feedback on the strengths and weaknesses of a rubric.

refine a rubric to make it more useful.

use a rubric to self-assess a product, process, or performance.

use a rubric to assess anonymous student work.

use a rubric for peer assessment.

Q: What are some of the potential problems of involving students?

Asking students to use a rubric on their own work when they are completely unfamiliar with it can be anxiety producing.

When a rubric is used alone, without models, it may not fully convey to students what quality looks like.

A rubric may be constraining in terms of allowing students to use their imagination

What do you know now? POST-ASSESSMENT

1. Define Assessment:


2. State the purpose and give an example for each of the following assessment Moments:

Moment Purpose ExampleSummative

Formative

Diagnostic

3. Which “moment” in the above question is high stakes for the student? Why?

4. When is a rubric an appropriate assessment/scoring tool?

5. Give an example of when a rubric is not an appropriate assessment/scoring tool?

6. What makes a quality rubric?

7. How can rubric scores translated into grades?


8. Why is it important for students to design the rubric with you before beginning the task?

9. Why is it important that numbers for rubric levels are consecutive?

10. What is a weighted rubric? And Why weight?

Your reflection: How has your knowledge grown?


Documents

Assessment Workshop (DOC)